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Peer interaction and critical thinking: Face-to-face or online discussion?

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Learning and Instruction Volume 18, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd


This project aimed to engage students in a critical thinking activity using both online and face-to-face methods and compare the two modes in terms of evidence of critical thinking skills. Fifty-five university students (45 females, 10 males) were randomly allocated to small groups. Transcripts of the online and face-to-face discussions were compared using a content analysis method. A questionnaire was used to investigate students' preferred mode of discussion. Overall, more evidence of critical thinking was found in the online condition and more students stated that they preferred this mode of discussion; however, results were mixed and it is argued that both modes of discussion should be integrated into such an activity.


Guiller, J., Durndell, A. & Ross, A. (2008). Peer interaction and critical thinking: Face-to-face or online discussion?. Learning and Instruction, 18(2), 187-200. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

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